Occupational therapy master-level students' evidence-based practice knowledge and skills before and after fieldwork. Occupational Therapy

ABSTRACT.Evidence-based practice (EBP) has become a universal standard for prac-tice among healthcare professions, but due to barriers to EBP, the most effective ways of teaching EBP are not well understood. The purpose of this study was to report stu-dents ’ EBP knowledge and skill gained from an entry-level Master’s of Science in Oc-cupational Therapy course in EBP. The Adapted Fresno Test of EBP was administered at the beginning and end of the course and after fieldwork experience. Results indicated that EBP knowledge and skills increased between the precourse and postcourse mea-surements (t = −7.98; p < 0.001), but declined between postcourse and postfieldwork measurements (t = 6.65; p< 0.001) indicating that the course improved basic EBP skills and knowledge, but was ineffective in giving the students the strategies to retain and use those skills beyond the classroom. Suggestions are made to strengthen the student re-tention and use of EBP skills and knowledge after graduation